Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
The students will create a photo story that identifies the four basic parts of plot. Dragon, Dragon by John Gardner will be used for this project. After instruction of the basic parts of plot, the story will be read aloud. Students will then work in small groups to identify and illustrate the various parts of the plot. Then, the photos will be taken of their illustrations. Each student will then use their groups pictures to create their own photo story. The instruction will be done whole group using computers from the cart.
Essential Questions What will guide student
inquiry?
What are the components of plot?
How is the climax determined in a story?
Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
2.1.1 – Elements of Plot - Describe the plot and its components (e.g., main events, conflict, rising action, climax, falling action, resolution).
2.1.5 - Setting - Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution.
LS-E2. Prepare and deliver an oral report in a content area and effectively convey the information through verbal and nonverbal communications with a specific audience
VP-E2. Plan, develop and produce a visual presentation, using a variety of media such as videos, films, newspapers, magazines and computer images
Student Outcomes What will students learn
and do?
Students will learn how to identify the elements of plot.
Students will learn how to use iMovie to create a presentation.
Assessment Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
Project Overview
Title: Basic Parts of Plot
Grade Level: 6th
Subject Area: Language Arts
Time Frame (when, duration): September, 8 class periods
Description
Summer: Complete the first four sections
Workshops: Complete the entire proposal
Arizona Content Standards may be found at:
http://www.ade.state.az.us/standards/contentstandards.asp
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
What will guide student
inquiry?
How is the climax determined in a story?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
2.1.5 - Setting - Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution.
LS-E2. Prepare and deliver an oral report in a content area and effectively convey the information through verbal and nonverbal communications with a specific audience
VP-E2. Plan, develop and produce a visual presentation, using a variety of media such as videos, films, newspapers, magazines and computer images
What will students learn
and do?
Students will learn how to use iMovie to create a presentation.
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL